Encouraging Critical Thinking and Professional Reading with Literacy Bags

ABSTRACT

Students enrolled in college courses are typically expected to read one or more textbooks per course. While the course text may be comprehensive, the author’s approach may be narrow in focus, disregarding diverse perspectives on the subject. In addition, the limited genre presented in textbooks (i.e., nonfiction, expository) is not likely to encourage a desire for professional reading in students. To address these issues, two faculty members incorporated a Literacy Bag Project into their education courses at both graduate and undergraduate levels. The Literacy Bag activity involves students reading diverse genres in a variety of texts throughout the semester. Students select a different book each week, read one chapter/section, and reflect on the reading via journal writing and/or verbal discussions. This study examined students’ perception of the Literacy Bag activity, as well as impact on critical thinking and professional literacy. Results indicate students at both the graduate and undergraduate levels: (1) plan to continue professional reading beyond the course; (2) engage in critical thinking; (3) enjoyed the activity and recommended the activity continue to be implemented. Analysis of student responses identified critical themes for success with the Literacy Bag activity: choice, perspective sharing, motivation, and classroom applications.

Keywords:

Aesthetic stance, aliteracy, classroom applications, choice, college students, perspective sharing, professional reading, motivation.